Educação ambiental no contexto escolar: avaliação das abordagens de EA nos livros didáticos de Ciências 5º ano

Abstract

As a result of human activities, natural resources are becoming increasingly scarce, which has made EE indispensable in society. In this context, textbooks play an important role in promoting EE, offering teachers several possibilities to develop practices that strengthen learning. This study aimed to analyze the approaches present in 5th grade Science textbooks, verifying the contents, examining the active methodologies used, and identifying the interdisciplinarity and purpose of EE in textbooks. To achieve the proposed objectives, we used a qualitative and quantitative approach of the documentary analysis type associated with bibliographic analysis. Eight Science textbooks were analyzed, totaling 100%, of which only 25% were adopted in the pública network of Campo Maior. Through careful analysis, content related to EE was found; however, only 25% of the textbooks presented themes such as erosion and degradation and basic sanitation. As for methodologies, 12.5% of the textbooks presented the gamification methodology and 37% of the books presented the Problem-Based Learning (PBL) methodology. The textbooks interacted with subjects such as Portuguese, mathematics, history, geography, arts, and technology. The works analyzed were intended to encourage students' awareness of environmental issues. In short, the analysis of the textbooks shows the importance of re-evaluating and improving the materials used in education, since it is through these evaluations that we can identify flaws in these materials. This is essential for EE to be approached in a practical and effective way, providing society with the opportunity to develop a critical and active awareness regarding environmental issues.